Transcript Report from the workshops - European Training Foundation

Report from the workshops
Gordon Clark
WS 1 Coordination
1. Permanent dialogue between stakeholders – everybody
must be in the tent
– Must have political backing
– Commitment on a sustainable basis
– Status and authority - Must be impartial – non sectoral
2. Technical coordination of the framework, that also can be
decentralized.
3. The development has to be both top down and bottom up
• What errors to avoid?
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You have to be clear in advance what your objectives are
The investment must be linked to the aims – not about the QF perse
There must be an awareness about funding
It is critical to involve the stakeholders at the design stage
Coordination must evolve and develop based on experience
WS 1 Communication
• Not primarily about dissemination of the NQFnot just information
• Actively communicating through and with the
NQF (stakeholders policies, funding, different
sectors)
• There needs to be a communication strategy
with phases of communication
• We need to identify the target groups and adapt
and individualise communication
• Communication and coordination are not
separate but totally interdependent
WS2 Relevance of qualifications
• Strong role of sectors and demand side employers
involve them at an early stage
• Qualifications maybe relevant but not attractive, so we
also need to involve the client (learners, families)
• Attractiveness of qualifications is important How to make
them more attractive????
• Can QF improve relevance?
• Transparency and pathways are important (added value
of frameworks)
• Introduction of units (credit) is an opportunity for learners
• QF are not only economic tools but also social
constructs
WS 3 Use of qualifications based on
learning outcomes
• Progress, two and half a year ago we could not have such a
discussion and consensus
• But LO approach still in an early phase of implementation
• QFs need to be based on robust use of learning outcomes
• Need for tools, mechanisms & methodologies developed with
teachers and assessors (incl VNFIL)
• Actors need to be involved in the developments early on
• Community of practices: exchange of practice rather than
academic models
• Need testing and feedback loops, in order to improve and QA
• Involve employers and take account of employers and learners
perspectives
• We need to rethink assessment approach: assessment to
support learning and assessment to validate
Cross cutting issues and
conclusions
1. Need for a knowledge and evidence base
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How to measure impact – making it visible
Understanding resources, investments, savings and
benefits
Understanding the obstacles to achieving added
value for learners
2. Exchange of good practice and models
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Practical tools for teachers, trainers and assessors
about using learning outcomes
Quality assurance methodologies
Information for end users on qualifications based on
learning outcomes and
Cross cutting issues and
conclusions
3.
Need to tease out typology of models and profiles
based on reality –
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4.
Governance and coordination
Legislative framework
Which qualifications are included and for whom
Different types of VET systems, incl. initial, continuing, and
advanced
Knowledge and mutual learning partnerships
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Between countries
Between regions
Between international organizations (Unesco, ILO, WB, ETF
etc…)
Between transnational frameworks, incl EQF
Final conclusion
• No ideal model, every model has its
specific context, strength and weaknesses
• There are stages in development which is
never completed
• Therefore international transparency on
the different experiences is essential,
which is why ETF has developed the
Platform.